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Reading the Tale of Genji by Richard Stanley-Baker,Fuminobu Murakami,Jeremy Tambling Pdf
Six essays by international scholars addressing the Tale of Genji scrolls and the Tale of Genji texts in the context of new critical theory relating to cultural studies, narrative painting, comparative literature and a global view of medieval romance. It links new critical theory with multidisciplinary and interdisciplinary interests.
Perspectives on East Asia by Ikuko Sagiyama,Valentina Pedone Pdf
This volume is a collection of eight articles by different scholars from Japan, China, and Italy. Although the topics covered belong to different fields, such as literature, history, linguistics and sociology, all of the included works are geographically focused on cultural aspects of East Asia. The interdisciplinary character of the collection is meant to provide a broader perspective on the cultures and societies of the Far East, nonetheless the individual articles are each based on specific and focused research. The authors featured in the volume are Eduardo Barberis, Edoardo Gerlini, Tiziana Lioi, Massimiliano Tomasi, Pierantonio Zanotti, Tanina Zappone and Zhou Yuhui. The volume is also proud to include a short piece by professor Takei Kyozo; on Omowaku utaawase.
Yosano Akiko and The Tale of Genji by Gaye Rowley Pdf
Yosano Akiko (1878–1942) has long been recognized as one of the most important literary figures of prewar Japan. Her renown derives principally from the passion of her early poetry and from her contributions to 20th-century debates about women. This emphasis obscures a major part of her career, which was devoted to work on the Japanese classics and, in particular, the great Heian period text The Tale of Genji. Akiko herself felt that Genji was the bedrock upon which her entire literary career was built, and her bibliography shows a steadily increasing amount of time devoted to projects related to the tale. This study traces for the first time the full range of Akiko’s involvement with The Tale of Genji. The Tale of Genji provided Akiko with her conception of herself as a writer and inspired many of her most significant literary projects. She, in turn, refurbished the tale as a modern novel, pioneered some of the most promising avenues of modern academic research on Genji, and, to a great extent, gave the text the prominence it now enjoys as a translated classic. Through Akiko’s work Genji became, in fact as well as in name, an exemplum of that most modern of literary genres, the novel. In delineating this important aspect of Akiko’s life and her bibliography, this study aims to show that facile descriptions of Akiko as a “poetess of passion” or “new woman” will no longer suffice.
The Female as Subject by P.F. Kornicki,Mara Patessio,G. Rowley Pdf
The Female as Subject presents 11 essays by an international group of scholars from Europe, Japan, and North America examining what women of different social classes read, what books were produced specifically for women, and the genres in which women themselves chose to write. The authors explore the different types of education women obtained and the levels of literacy they achieved, and they uncover women’s participation in the production of books, magazines, and speeches. The resulting depiction of women as readers and writers is also enhanced by thirty black-and-white illustrations. For too long, women have been largely absent from accounts of cultural production in early modern Japan. By foregrounding women, the essays in this book enable us to rethink what we know about Japanese society during these centuries. The result is a new history of women as readers, writers, and culturally active agents. The Female as Subject is essential reading for all students and teachers of Japan during the Edo and Meiji periods. It also provides valuable comparative data for scholars of the history of literacy and the book in East Asia.
Intelligent Language Tutors by V. Melissa Holland,Jonathan D. Kaplan,Michelle R. Sams Pdf
The techniques of natural language processing (NLP) have been widely applied in machine translation and automated message understanding, but have only recently been utilized in second language teaching. This book offers both an argument for and a critical examination of this new application, with an examination of how systems may be designed to exploit the power of NLP, accomodate its limitations, and minimize its risks. This volume marks the first collection of work in the U.S. and Canada that incorporates advanced human language technologies into language tutoring systems, covering languages as diverse as Arabic, Spanish, Japanese, and English. The book is organized into sections that express the levels of analysis dealt with in learning and teaching a language and with the tasks of the student as writer, reader, conversant, and actor in the world. These sections bring together research by specialists in linguistics, artificial intelligence, psychology, instructional design, and language teaching. In addition to providing detailed descriptions of working systems, amply illustrated with screens from lesson and authoring interfaces, the contributors address a spectrum of common issues: * What can current NLP technology contribute to computer-assisted language instruction and to research on language learning? * How can this technology meet the demands of pedagogical theory for communicative language teaching in authentic contexts? * How can designers constrain tutoring environments to ensure accurate analysis of learners' language? * What can NLP-based systems teach us about language acquisition, about linguistic theory, and about theories of language pedagogy? * What lessons have been learned in using these systems to date? Discipline-specific issues are illuminated as well: the relative merits of the major syntactic frameworks for NLP-based language tutoring; the adaptation of theories like lexical conceptual structure to support semantic interpretation; the integration of input language with visual microworlds and dialogue games; the pragmatics of the tutoring discourse; the selection of instructional principles to guide system design; and the accomodation of design to individual differences and learner styles. A concluding section assesses this work from larger theoretical and practical perspectives -- experimental psychology and psycholinguistics, linguistics, language teaching, and second language acquisition research.
